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F 


■^ELEMENTARY 
COURSE IN 
PRINTING 

lllllllllllllllllllllllllllllllllllllllllllllllllllllllltlllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltIMI 

USEFUL AND PRACTICAL SUGGESTIONS 
ON ORGANIZATION, METHOD. EQUIP¬ 
MENT AND A COURSE OF STUDY FOR 
USE IN THE PUBLIC SCHOOLS ♦ ♦ <• 



By FRED J. THOREN 
Instructor in Printing 
Chicago Normal College 









COPYRIGHT. 1920 
BY FRED J. THOREN ’ 



16 IB'^O ' 



©a A 5 668 41 




INTRODUCTION 


The publication of this book was suggested to the 
author by a widely expressed desire on the part of 
many friends to obtain in convenient form informa¬ 
tion regarding his experiences, and methods used by 
him as printing teacher in the Chicago public schools. 

Believing that a textbook for teachers based on 
the results obtained by the writer will perhaps assist 
others in their work, and that the chapters on Organi¬ 
zation, Method, Equipment, Course of Study, etc., will 
be found worthy of consideration, the writer feels 
satisfied that there is sufficient reason for the appear¬ 
ance of this book. 

In presenting this work to the public the author 
hopes that it will meet with some measure of approval, 
and that it may accomplish the object for which it is 
intended. 


F. J. T. 






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ORGANIZATION 


Owing to the fact that schools are organized ac¬ 
cording to the number of pupils enrolled, it is extreme¬ 
ly difficult to give a specific statement which would 
fully answer the problem of how industrial work can 
best be applied in the different schools in a satisfactory 
manner. Results must be obtained or the object of 
vocational training will soon be lost sight of and un¬ 
doubtedly prove an expensive and useless experiment 
in any school. Through experience and observation 
the writer is confident that success is only a question 
of proper organization and cooperation. Proper or¬ 
ganization means giving necessary time to special sub¬ 
jects, placing a limit to the number of pupils in a class, 
dividing the time properly according to the grades, 
obtaining capable and efficient instructors and placing 
the special subjects on the same basis as other subjects 
included in the regular curriculum. 

The standard equipments now being installed in the 
public schools of Chicago will accommodate twenty- 
four pupils to a class, consequently the number en¬ 
rolled in any one class should not exceed this number. 
It is sometimes necessary to admit one or two more 
in order to take care of an entire division, which seems 
absolutely essential to avoid confusion and interfer¬ 
ence with the programs of other teachers. As offering 
a suggestion for a solution of this problem an arrange¬ 
ment between the woodshop and printing teachers to 
divide the pupils equally has proven practicable. 
Suppose that the printing teacher receives thirty 
pupils in a class, and the woodshop teacher twenty- 
two. As there is always a possibility of a number 


7 


ELEMENTARY COURSE IN PRINTING 


of pupils who would rather work in the woodshop 
than in the printshop or vice versa, why not give 
the boy this advantage and encourage him in the 
work he likes best? Therefore by transferring four 
pupils from printing to woodwork each teacher would 
have twenty-six pupils. The writer has had as many 
as thirty-two in one class, but must admit that it re¬ 
tarded the work of at least ten or more pupils be¬ 
cause they had to work in turn, or two at a case, when 
no special work was being done in the shop. 

Changing or shifting of classes every ten weeks is 
advantageous and should be encouraged. This gives 
all the pupils equal chance to receive instruction in 
the different subjects each semester. Moreover, as all 
pupils do not maintain the same interest in special 
subjects, a change in the middle of the term or 
semester is very gratifying. If any special work is 
being carried out in the shop the work will not be held 
up until inexperienced hands become capable of giving 
the desired assistance. Under this plan both woodshop 
and printshop will always have two experienced class¬ 
es and two beginning classes. As the class periods 
vary in time (this being necessary to conform with 
the general organization of the school), the lower 
grades should come first and get the benefit of the 
longer periods, the advanced pupils taking the shorter 
time. The advanced pupils require less time because 
of their previous experience, and can accomplish more 
in less time. They can also be of great assistance in 
printing the work for graduation. 

The printing department of any school requires at 
least a full-sized classroom. Effective work cannot 
be done in cramped quarters or a room lacking light, 
good ventilation and proper temperature. Placing a 
print shop in a store-room in the basement or an attic 


8 


ORGANIZATION 


room, or in any other small room in the building, is 
always very unsatisfactory. If the subject is treated 
so lightly it would be far better to eliminate it en¬ 
tirely. Unless the educational value of printing is 
considered on par with all other subjects and given 
the same recognition, the printing teacher is under a 
constant handicap and success cannot be expected. 

In schools where only part time is given to printing 
it is well to bear in mind that a few consecutive days 
(an hour a day) is much better than trying to teach 
two subjects every other day. This is also true of a 
school where printing is taught full time. Sending 
the pupils to the print shop one day and to the wood- 
shop the next is unsatisfactory, as this doubles the 
number of pupils in each department, making eight 
different classes instead of four, and consequently re¬ 
quires an equipment twice as large as is now provided 
for the schools. 

Teaching printing to pupils below the sixth grade 
has not proven successful, and only when it is ex¬ 
tremely necessary to complete the industrial work pro¬ 
gram should the opportunity be granted. 


9 


METHOD 


The various methods used by printing teachers in 
presenting the subject to the pupils are in most cases 
confusing and as a rule unsystematic. Some teachers 
begin with work far too advanced and after a short 
time find the pupils losing interest as each lesson be¬ 
comes a repetition of the preceding ones. Others 
retard the work by holding the pupils to simple com¬ 
position of poetry and prose indefinitely, which is just 
as unsatisfactory. These conditions are due largely to 
the fact that no definite course of study has been ar¬ 
ranged or provided for the teaching of printing. 
Printing can be taught just as well and systematically 
as arithmetic, history, English, or any other subject. 
Pupils of the lower grades cannot be expected to be 
able to do square root, diagram long sentences, or 
write wonderful compositions in English; neither can 
they be expected to design and set display composition 
or complicated rule work, without learning the funda¬ 
mental principles of printing. Naturally they have 
to begin with simple exercises and gradually take up 
the more difficult work, gaining a few new experi¬ 
ences in each lesson—mastering one before going on 
with the next. 

The course of study found in this book has proven 
successful and will undoubtedly assist teachers in their 
work. The course does not necessarily have to be 
closely followed, but will be useful as a guide to the 
practical teaching of printing. Many outline cours¬ 
es of study have been offered, but they do not mean 
anything unless worked out in detail. They may look 
well on paper but are of no value to teacher or pupil. 


10 


METHOD 


The exercises used in this course can be obtained by 
allowing the pupil who first completes his work in a 
satisfactory manner the privilege of putting it on the 
press and running off a hundred copies. This work 
can be prepared by the teacher in advance if desired. 
After all the lessons have been printed they are given 
to the entire class to be set up and proofs taken of all 
work completed. The lesson sheets can be kept in 
order by using small clips which can be purchased very 
reasonably. Put about 25 to 30 of each lesson in the 
clips and place them on a table or hang them on nails 
in their proper order and as each class comes into the 
printing room the pupils take copies of the lessons they 
are working on, and return them before leaving the 
room. Members of the class can be appointed to see 
that the lessons are properly returned to their re¬ 
spective places. 

Oral lessons should be given quite often. After the 
majority of the pupils have finished a few lessons, they 
should be granted the privilege of asking questions and 
discussing the work done, and of learning the correct 
pronunciation of the terms used and names of materi¬ 
als employed in the work. 

Body type, in sufficient quantity to carry on the 
work, is most essential. From 250 to 300 pounds of 
12-point type for class work are necessary. Good dis¬ 
cipline and proper interest in the work are easily main¬ 
tained if pupils are provided with ample material, 
even though it may consist only of body type, leads, 
slugs and a little brass rule. 

Leads should be used very sparingly in the begin¬ 
ning classes. Generally one lead between the heading 
and body of a lesson is sufficient. If pupils are allowed 
to use leads for all work the result is generally a lot 
of bent and broken material unfit for further use. 


11 


ELEMENTARY COURSE IN PRINTING 


Set all exercises solid if possible. This may seem diffi¬ 
cult to begin with, but the pupils soon show marked 
ability in handling solid type, and later when they 
can properly use leads, moving and lifting type 
becomes a simple matter. A slug or a rule should be 
used as a stick-rule when setting solid matter. 

Teach pupils how to tie up type in the first and 
second lessons of the course, also how to take proofs 
and distribute. Each shop should be provided with 
letter-boards for storing forms and unfinished work. 
These can easily be made in the wood shop. They 
should be the size of a regular type case (California) 
so that they will fit in the case stands. A small strip of 
wood should be fastened on the open end as a galley 
rest for use when sliding type from the board to the 
galley. Three sides should be closed by nailing strips 
of wood about two-thirds of an inch thick so that the 
type will not fall off the board when moved. One 
of these boards should be provided for each class and 
marked 6-B, 7-A, etc., or the room number. All 
work not finished should be tied up and placed on 
these boards before classes leave the room. This, of 
course, will release all sticks and galleys between class¬ 
es and no work will be left standing to cause incon¬ 
venience to pupils of other classes. In case a 
pupil is unfortunate enough to pi his work and the 
time will not permit putting it in order before leaving 
the room, the work should be placed on a galley and 
a card bearing his name should be left with the pi un¬ 
til he returns for his next lesson. The material should 
be taken care of as soon as possible, and the teacher 
should see to it that the pupil promptly obeys this 
rule. 

When pupils have finished their work they should 
tie up their type AT THE CASE, not on the stone 


12 


METHOD 


as most of them try to do. Place the galley on the case, 
sideways, with the closed end to the right, type in the 
lower right hand corner and the incline of the rack 
will take care of the work and prevent the type from 
falling. Correction of proofs should also be done at 
the case, unless the form is locked in the chase. The 
advantage of keeping the pupils in their own places 
as much as possible, cannot be too strongly empha¬ 
sized. Limited freedom in the shop is always encour¬ 
aging to the pupils but they must learn that rules are 
made to be obeyed. Each pupil should be assigned a 
permanent place and held responsible for the case 
which he uses. Each case will be used by four pupils, 
which makes it necessary for the teacher to inspect 
the cases before each class leaves the room. Pupils 
can be assigned to look after material, sticks, galleys, 
etc., but the condition of the cases should be looked 
after by the teacher. 

Stick racks can be made of a piece of lumber six 
feet long by six inches wide, and one inch thick, by 
cutting slots with a saw about four inches apart to a 
depth of one and a half inches. Hang sticks by upper 
end, clamps down, in a row. Place the rack in a 
convenient place so '‘checking up” will be easy. 
Another plan is to make shelves same size as case 
stands and fasten them along the top of the racks. 

Keep a box for all broken or battered type and other 
damaged metal material and save it until enough 
has been collected to exchange for some new material. 
Keep different metals separate, such as type, leads and 
slugs, and brass. Any type foundry will give new 
material for old metal at the prevailing prices of old 
metal at such time. Do not exchange small amounts 
but wait until you have at least fifty pounds. 

The cases in a school print shop should be cleaned 


13 


ELEMENTARY COURSE IN PRINTING 


about every five weeks. All letters, spaces and char¬ 
acters should be placed in the case face up so that the 
teacher can 0. K. them. Pupils finishing their cases 
before the rest should assist the others until all cases 
are clean. Before starting to set type again all the 
cases should be shaken up and the letters allowed to 
fall back, as there is no advantage in learning to set 
type when all letters are standing up. Speed cannot 
be acquired and the training will not be practical. 

The presses, brayer and stone used when taking 
proofs, should be washed up every day. Gasoline or 
kerosene can be used for washing presses. If time is 
limited or early dismissal necessitates leaving ink on 
the presses, put a few drops of machine oil on the disk 
of the press and stone and run the rollers over it until 
they are well covered and let stand until next day when 
ink and oil can easily be removed by wiping with a 
dry rag. 

In teaching press work, locking up forms, use of 
the stitcher, stapler, etc., choose two or three pupils at 
a time and demonstrate the steps necessary. Allow 
them to try to place a form in the press, put grippers 
where they belong, put new tympan and draw sheets 
on press, make ready, feed and ink the press, use quad 
and steel gauge pins, and use the stitcher (saddle or 
side stitch). As soon as several of these pupils 
can take care of this work assign others to take 
instructions under them. Do not allow any pupils, 
who are not assigned work on machines, to go near 
or interfere with pupils engaged in this class of work, 
because you can thus fix responsibility, avoid acci¬ 
dents and obtain better work. Keep your eyes open 
and have all pupils under control at all times, watch for 
the leaders of the disturbing element, use strict dis¬ 
ciplinary measures, and you will be rewarded by a 


14 


METHOD 


smooth-running and well-organized shop. 

Insist on correct method of distribution and you 
will avoid frequent causes of pi and damaged material, 
and will not be annoyed by having pupils show a dis¬ 
like for this part of the work. Teach the pupils the 
necessity of taking care of all materials in the shop 
and the approximate cost of type, leads, slugs, and 
brass rule, and the difficulty in replacing small quan¬ 
tities of such things. 

Do not strive to make the school print shop a money¬ 
making proposition, but if work is done for other 
schools, a reasonable amount should be charged and 
the money used to buy additional equipment for the 
shop. 

Require every pupil to complete a certain number of 
lessons in a given time and mark him accordingly. 
Take the largest number of completed lessons as a 
basis on which to grade the pupils at the end of each 
month, and consider also the neatness and accuracy 
displayed by the individual pupil. This applies to 
spelling, punctuation, spacing, good, clear proofs and 
ability to give good definitions of terms in daily use. 
Each lesson includes several new things to learn and 
in explaining these thoroughly and clearly a vast in¬ 
terest can be created and the pupils will strive to com¬ 
plete as many as possible during the term, knowing 
that there is always some new experience, more diffi¬ 
cult and interesting, which they will be required to 
master. 

All proofs should be taken on paper of uniform size. 
A very light weight manila paper 51/2 x 81/^ is the 
most suitable for this purpose, unless the regular 
proofing paper can be obtained. The paper mentioned 
is what is commonlj^ known as arithmetic paper in the 
schools. 


15 


EQUIPMENT 

The following is a complete list of the equipment 
now furnished by the Board of Education of Chicago 
and considered adequate for elementary schools. 


PERMANENT EQUIPMENT 

1 8x12 Chandler & Price New Series Press, with 
cast rollers, extra set of stocks, 3 cast steel chases, set 
of wrenches, treadle and cast brayer. 1 231/2 inch 
Advance Lever Paper Cutter, with 13 cutting sticks 
and wrenches. 1 9x27 Challenge Roller Proof Press, 
with stand. 1 24x36 Marble Imposing Stone and 
Table. 1 No. 21 Steel Run Case Stand, including 2 
pairs No. 3 case iron brackets. 10 No. 5 Double News 
Regular Case Stands. 2 No. 8 Double News Regular 
Case Stands, for 12 full-size cases. 34 full-size Cali¬ 
fornia Job Cases. 3 full-size Lead and Slug Cases. 1 
full-size Space and Quad Case. 2 full-size Blank 
Cases, without bar. 1 No. 5 Bettis Lead and Slug Case, 
18x72 inches. 


MOVABLE EQUIPMENT 

25 8%xl3 Steel Galleys. 2 12x18 inch Brass Job 
Galleys. 25 8 inch Grover Composing Sticks. 1 
12x2 inch Rouse Composing Stick. 1 Midget Case of 
Wood Furniture. 250 pounds 12-point Caslon Old 
Style Type. 224 pounds Letters and Spaces, 25 pounds 
Quads, (without small caps). 25 pounds 10-point Cas¬ 
lon Old Style Type. 20 pounds Letters and 5 pounds 


16 







EQUIPMENT 


Spaces and Quads, (without small caps). 1 Font each 
of 6, 8, 14, 18, 24 and 36-point Caslon Old Style Type. 
2 Fonts of 6, 8 and 12-point, and 1 font each of 10, 14, 
18, 24, 30 and 36-point Caslon Black Type (Caslon 
Bold). 1 Font each of 8, 10, 12, 14, 18 and 24-point 
Modern Text T5T)e. 75 pounds Labor Saving Leads, 
2-point. 125 pounds Labor Saving Slugs, 6-point. 
5 pounds each of 6, 8, 10, 14, 18 and 24-point Spaces 
and Quads. 3 pounds 1-point Side Face on 2-point 
body. Labor Saying Brass Rule. 3 pounds Hair Line 
Center on 2-point body. Labor Saving Brass Rule. 
2 1/4 size Rule Cases. 2 14. size Wisconsin Cases 
(b). 2 dozen Pairs of Quoins, No. 1. 3 Quoin Keys. 

1 medium Mallet, 3x5 inches. 1 medium Planer 314x6 
inches. 1 Proof Planer, 314x8 inches. 1 Benzine Oval 
Back Brush. 2 Pint Security Benzine Cans. 1 No. 3 
Oil Waste Can (Justrite). 1 pair Roller Supporters. 

2 ounces each of Copper and Brass Thin Spaces in 
sizes 6, 8, 10, 14, 18, 24 and 30-point. 4 ounces each 
of 12 point Copper and Brass Thin Spaces. 1 dozen 
Spring Tongue Gauge Pins. 2 pairs Tweezers. 1 8 
inch Style “B” End Ink Knife. 12 Strips each of 6 
and 12-point Reglets. 

Appropriations for supplies, improvement of the 
school print shop and additional material should be 
used to the best advantage. It is well to remember 
that it is better to have a larger quantity of a few 
faces of type than a small amount of many styles. It 
takes a great deal of time and patience to teach the 
pupils the names and sizes of type and teachers will 
avoid a lot of trouble by purchasing extra fonts of 
type of same style as that in the shop or included in 
the equipment furnished. 

The number of fonts recommended for additional 
purchases of tjq^e is as follows: 


17 


ELEMENTARY COURSE IN PRINTING 


Caslon Old Style—2 fonts each of 6, 8, 14, 24 and 
36-point, and 3 fonts of 18-point. Caslon Bold (black 
face)—1 font of 30, 36 and 48-point; 2 fonts of 6, 8, 14 
and 24-point; 3 fonts of 10 and 12-point and 4 fonts 
of 18-point. Modern Text—1 font each of 10, 12 and 
18-point. It is a good plan to use part of the appro¬ 
priation each year for purchasing additional body 
type. The depreciation of this type will average be¬ 
tween 25 and 40 per cent annually. Of course, the ap¬ 
propriation will not be large enough to buy all of this 
type at one time, so the teacher should use good judg¬ 
ment in ordering the material most necessary each 
year. 

The school print shop should be supplied with the 
following inks: Bond ink for printing on bond and 
linen papers, half-tone for coated and super-calen¬ 
dered paper, book-ink for book papers, and a good job 
black for ordinary work. Small quantities of yellow, 
red and blue (in tubes) will furnish all colors neces¬ 
sary in the shop and the mixing of these will give any 
desired color. A tube of mixing white is also essential. 

In addition to the standard equipment it is neces¬ 
sary to have at least 10 galleys 6x10 inches, as the 
galleys now furnished are too large for the proof press. 
The amount of brass rule of each kind should be in¬ 
creased two pounds, as three pounds is not enough to 
give each pupil the amount required in his work. 
Each shop should have about a dozen well-chosen or¬ 
naments and cuts suitable for special and holiday 
work. Not less than five fonts of 18-point Caslon Bold 
is recommended for use in printing work for the pri¬ 
mary grades. 

As a rule the case racks are too high for many of 
the pupils and some racks should be cut down from 
four to six inches to accommodate the smaller children. 


18 


EQUIPMENT 


Place the case racks nearest the windows, as the pu¬ 
pils spend most of their time there, and try to get a 
left-hand light if possible. The machinery should be 
grouped near the front of the room, within plain view 
of the teacher’s desk and the other equipment should 
be placed in the most convenient way to facilitate the 
work, giving access to all supplies and reducing con¬ 
fusion and crowding to a minimum. 

In ordering additional supplies do not fail to men¬ 
tion to what group they belong, as part of it is con¬ 
sidered movable and part permanent equipment. (Re¬ 
fer to the beginning of this chapter for classification). 

Keep a record of the material furnished by the dif¬ 
ferent foundries for use when ordering additional 
type. In case of doubt send capital “H” and a lower 
case “m” of any style or font of type and the foundry 
will be able to match and send the type desired. 

Order type by the font or weight font. Body type 
is generally sold in weight fonts. Display type in 
fonts is made up of a certain number of “a’s” with 
other letters in proportion. An order for any style of 
type can be given to any^ foundry, but be sure that the 
name of the foundry manufacturing the particular 
type desired is mentioned, otherwise the foundry re¬ 
ceiving the order will naturally send you type of their 
own design which does not line-up or match the type 
in your shop. For example, if four different foundries 
list Caslon Old Style or Caslon Bold in the various 
sizes, it does not follow that they are of the same 
face and design, but generally quite the contrary, all 
being entirely different. 


19 


ELEMENTARY COURSE 


This course is based on a schedule of one period each 
day for twenty weeks. If the semester is divided the 
course should be completed in one year (ten weeks 
each semester). 

In some instances it is necessary to give more time 
to certain lessons in order that the pupils may 
thoroughly understand the various experiences in¬ 
volved. This can be done by providing different copy 
for some of the lessons and repeating the general con¬ 
struction of the exercise or problem. 

This course has been used and proven successful by 
the writer for several years in the elementary schools, 
and pupils completing the work have shown unusual 
ability in following marked layouts and dictated 
problems. It is generally conceded by all print¬ 
ing instructors in apprentice schools that a great deal 
of time should be spent in straight composition to pro¬ 
mote accuracy and efficiency in spacing. While it is 
true that more time should be used in the early train¬ 
ing of the pupils in this respect, it is also well to re¬ 
member that too much of the same kind of work has 
a tendency to discourage the pupils. The teacher 
should watch the spacing closely as the pupils advance 
and see that they give particular attention to this im¬ 
portant part of the work. 

This course has been planned to meet the require¬ 
ments of the school and the question of time has been 
carefully considered in order that interest and enthu¬ 
siasm can always be maintained. After completing 
this course the pupils are prepared to take up the 


20 


ELEMENTARY COURSE 


general work in the shop and assist in printing jobs 
for the school. 


An advanced course in printing is now being pre¬ 
pared by the writer, and the success of this book will 
determine whether the second book will be worthy of 
publication. The advanced course will include twenty 
lessons, each worked out in detail, similar to the lessons 
in the first book. The subject will be fully treated in 
every phase of the art of printing and can be 
used in high schools and other institutions in which 
printing is included in the curriculum. A complete 
outline of the elementary course and a partial outline 
of the advanced course will be found on the pages fol¬ 
lowing the course. 


21 



ELEMEhlTARY COURSE IN PRINTING 


LESSON I 


To the Teacher: 

This lesson is primarily for the purpose of teaching 
the pupils the lay of the case. There are several ways 
in which this may be done, but the most satisfactory 
method used by the writer is as follows: 

Provide each pupil with a stick set to 18, 19 or 20 
ems wide, two slugs of same measure as stick is 
set (no leads) and a case of 12-point type. Dictate 
the following exercise or write it on the blackboard. 

‘'Set up your name and address, and your room 
number.'' 

Example: 

Theodore E. Wells Room 301 
1357 W. Ellis Ave. 

Chicago, Ill. 

or 

(Name) (Room No.) 

(Street Address) 

(City, State) 

Use upper and lower case, not capitals only. 
Three-em spaces between words and figures; name to 
the left, room number to the right, center street 
address, and center city and state under this. Set 
type in stick, nicks out, beginning at the left hand 
corner. 

What the pupils learn in this exercise : Location of 
types in the case, set up type, tying up type, taking 
proof, correcting proof, and the use of the proof-press. 

Finished product or result : A corrected proof. 


22 


HOW TO SET TYPE 


Also a record of names of pupils in the class, to what 
room they belong, and their home addresses. This in¬ 
formation is worth having. Keep perfect proofs on 
file and allow pupils to make duplicates for themselves. 

There are other experiences in this lesson not men¬ 
tioned which the pupil must acquire, but as these will 
be repeated in later exercises, it is not necessary to em¬ 
phasize them all at the beginning, thereby making the 
lessons more complicated and confusing to the student. 

Teaching the pupils a few terms used in printing in 
connection with each lesson is a good plan to follow. 
In this way the pupils soon become familiar with the 
different kinds of materials and tools used in the shop. 

In the first lesson the following terms are used : 

Stick (composing stick)—A steel tray in which 
type is placed in hand composition. 

Ems—A unit of measure. 12 points. 6 ems to an 
inch. This unit of measurement is used in the 
manufacture of all printing material. 

Three-em Space—Commonly called the '‘regular 
space.'' 3 to the em. 

Nicks—Grooves in the side of type denoting when 
it is placed right in the stick. 

Proof Press—Special press for proofs only. 

Quads—Low type used to fill out blank spaces. 


23 


ELEMENTARY COURSE IN PRINTING 


LESSON TWO 


To the Teacher: 

In this lesson the pupils should reproduce the exer¬ 
cise given exactly as printed. The paragraph should 
be set in the same size type and the same measure. 
Provide each pupil with a copy of the lesson. The 
use of one lead is permitted in this lesson between 
the head and the paragraph. 

The object in setting up the exercises provided in 
this course is to give the pupils a thorough training 
in composition and at the same time learn the names 
of the tools and materials used in the execution of the 
work. 

The second lesson consists of one paragraph with a 
head or title and should be set 19 ems wide in 12 point 
type. 

Exercise: 

HOLDING THE COMPOSING STICK 
The composing stick it held in the left 
hand. With the thumb and forefinger 
of the right hand pick out the first letter 
of the line to be set and place it in the 
left-hand corner of the stick, with the 
nicks out. The thumb of the left hand 
should always rest on the last letter or 
space placed in the stick to prevent the 
line from falling or getting out of place. 

Dumping of the stick can be more easily taught by 
demonstration than by writing an explanation and 
using it for a lesson. 

Place slugs of the same measure as the type is set 


24 


HOW TO SET TYPE 


against the first and last lines, and with the fingers 
and thumbs of both hands, (the middle fingers against 
the sides,) raise the type gently from the stick and 
place on a galley. 

What the pupils learn in this exercise: Use of the 
composing stick and composing rule. Indention of 
paragraphs. Dumping the type from the stick and dis¬ 
tribution. 

Finished product or results A corrected proof of a 
paragraph with a heading. 

Terms used in the second lesson: 

Composing Rule—Steel or brass rule with projec¬ 
tions at both ends used in typesetting. 

Indention—Space placed at the beginning of a para¬ 
graph. 

Dumping Stick—Removing type from stick. 

Lead—Thin strip of lead, generally 2 points thick. 

Slug—Thick lead, six points or over. 

Galley—Brass, zinc, steel or wood tray for holding 
type. 

Classroom work begins with the second lesson and 
can be conducted at any time instead of the regular 
shop work. The following topics can be used for dis¬ 
cussion in connection with lesson two—Arrangement 
of printing on page, margins, proofreader's marks, 
spaces and quads. 


25 


ELEMENTARY COURSE IN PRINTING 


LESSON III 


To the Teacher: 

The third lesson consists of two paragraphs and a 
head, and is important because it has reference to the 
health of the pupil. Of course, the time spent in the 
school shop is short and could not be compared with 
that of the regular apprentice printer in the trade. 
But it is essential to teach the pupils the correct 
methods in regard to position and make the equip¬ 
ment conform with the requirements of the students. 

In this and the following lessons it is not necessary 
to stop at the end of paragraphs, when setting them 
but continue until the stick is full. Dump the stick 
and tie up. When the balance of the job is finished 
put the two parts together on a galley in the lower 
right hand corner. The galley should be placed on the 
case, or place of work, the closed side to the right. 
Place the type in proper position and remove string 
and slugs between the two sections and tie up the 
whole job. This lesson is set in 12-point type, 20 ems 
wide. 


POSITION AT THE CASE 
The position of the compositor should be 
perfectly straight; the shoulders thrown 
back, the feet resting firmly on the floor, the 
heels almost together and the toes turned 
slightly outward. 

The head and body should be kept per¬ 
fectly steady, except when reaching for a 
box in the further part of the case. This, 
of course, makes it necessary to incline the 


26 


POSITION AT THE CASE 


body by a slight motion, but he should re¬ 
sume his erect position immediately. Sit¬ 
ting at work is discouraged by all well- 
managed printing offices. For hygienic 
reasons avoid stooping positions, leaning 
against the case stands, standing on one 
foot and similar awkward poses. Acquire 
the habit of standing correctly and you will 
be amply repaid by the prevention of round- 
shoulders, obstructed circulation of the 
blood, and other physical defects. 


To determine the correct height of the case stands 
see that the front edge of the case is on a level with 
the elbow of the compositor. 

What the pupils learn in this exercise: Position at 
the case. Prevention of physical defects. Use of liga¬ 
tures. Make-up two paragraphs and head. Correct 
position of galley and type. 

Finished product or result: A corrected proof of 
two paragraphs and a head set to a given measure. 

Terms used in the third lesson: 

Compositor—One who sets t5T)e by hand. 

Ligatures—fi, ff, fl, ffi and ffl on single body. 

Case—Wooden receptacle with boxes or compart¬ 
ments for type, rules, etc. 

Case Stand—Frame on which type and rule cases 
are placed. 

Stickful—As much as the stick will hold. 

Heads—Expressions or words above paragraphs. 

Tying Up—Placing string around type form to keep 
it from falling or getting out of its proper 
order. 


27 


ELEMENTARY COURSE IN PRINTING 


Topics for class-room use: 

Reasons for ligatures. Physical defects caused by 
careless habits. Necessity for doing all work 
pertaining to composition, correcting and distri¬ 
buting at the case. 


28 


COMPOSllSI G 


LESSON IV 


To the Teacher : 

When the pupils begin this lesson instruction in the 
proper way to set type becomes an important factor. 
The lesson is self-explanatory, but should be set up by 
all of the pupils. Perhaps a question of the advisa¬ 
bility of setting so much straight matter will often 
enter the mind of the teacher. The very nature of the 
copy will best answer this question. Note the in¬ 
formation found in the paragraphs and the easy 
method this affords in teaching the pupils correct com¬ 
position. The lessons are lengthened and more para¬ 
graphs added as the pupils advance through the course 
in order to promote speed and accuracy in typesetting, 
and additional experience in handling type. This 
lessons is set 15 ems wide in 12-point type. 


COMPOSING 

The left hand which holds the 
composing stick, should follow the 
right as the type is picked up. 
If the left hand is held stationary 
much time is lost in bringing the 
letters to the stick, because the 
right hand has to cover a great 
deal of unnecessary space. 

While the fingers are picking 
up the desired letter the eye should 
be selecting the next one to be 
used. The position of the nick 
should be noted and the type 
picked up by the upper end, 


29 


ELEMENTARY COURSE IN PRINTING 


making it easy to place it properly 
in the stick. 

If possible a sentence of the 
copy should be taken into the 
memory at one time. By using 
this method the connection of the 
subject is preserved and the 
punctuation rendered less diffi¬ 
cult. 

What the pupils learn in this exercise'. Position 
and movements of the hands. How to read copy. 
Training the eyes, hands and the mind to work in 
unison. 

Finished product or result: A corrected proof of 
three paragraphs and head. 

Terms used in the fourth lesson : 

Body Type—Used for general reading matter in 
books, newspapers and magazines. 

Brayer—Small hand roller used to ink forms when 
taking proofs. 

Break Line—Last line of a paragraph. 

Composing—Setting type. 

Follow Copy—Set exactly as manuscript, punctua¬ 
tion and all. 

Solid Matter—Not leaded. 

Topics for class-room use: Indentions. Ending of 
paragraphs. Speed and accuracy in typesetting. Size 
of type to fill a given space. The number of words 
to a square inch is approximately as follows: 



Leaded 

Solid 

6 point. 

. 34 . 

. 47 

8 point.. 

. 23 . 

. 32 

10 point.. 

. 16 . 

. 21 


30 








COMPOSING 


Leaded Solid 

12 point. 11 . 14 

14 point. 11 

18 point. 7 

The beginning of a paragraph should be indented 
not less than an em quad and all paragraphs following 
should correspond with the first. The space used for 
indentions of paragraphs is determined by the width 
of the measure in which the matter is to be set. 

Never end a paragraph with less space than an em 
quad. If the space is less than em quad make it a 
full line. 


31 








ELEMENTARY COURSE IN PRINTING 


LESSON V 


To the Teacher: 

Particular attention to spacing should begin with 
this lesson. No excuse for poor spacing should be ac¬ 
cepted and all incorrect spacing should be marked and 
corrected before the final proof is approved. Work, 
otherwise well done, has often been spoiled by poor 
spacing. Leaded matter will naturally stand wider 
spacing than type set solid and this should be taken 
into consideration to give uniformity to the appearance 
of the work. Avoid as far as possible the division of 
words in two or more successive lines necessitating the 
use of hyphens at the ends of the lines. This requires 
extra care in spacing but the general appearance of 
the work will reward your efforts. This lesson is set 
20 ems wide in 12-point type. 


SPACING 

Uniformity in spacing is undoubtedly 
a most important part of a compositor's 
occupation; this requires both care and 
judgment, and, therefore, cannot be too 
strongly impressed upon the mind of the 
beginner. 

The space used in ordinary composition 
is the three-em space. When this space does 
not fill out the line, use two thinner spaces 
or en quad, according to the space required 
for correct justification. Care must be 
taken that the space is uniform between 
all words in the line. 


32 


SPACING 


Where one sentence ends and another be¬ 
gins in the same line use an em quad. Do 
not use the em quad if the sentence ends the 
line unless it closes the paragraph. Always 
begin a sentence with a capital letter. The 
three-em space follows a comma or apostro¬ 
phe; the en quad a colon or semicolon, 
and the em quad a period, question mark or 
exclamation point. 

What the pupils learn in this exercise: General 
rules for spacing-. Accuracy and uniformity in com¬ 
position. 

Finished product or result: A corrected proof of 
three paragraphs and head, showing results in regard 
to good spacing. 

Teims used in the fifth lesson: 

Spaces—Short blank types used to separate one word 
from another, used for justification and to space 
evenly. Sizes 3, 4, 5 to an em and thin. 

Clean Proof—Proof with few corrections. 
Ascending Letters—1, b, k, t, h, etc., above short 
letters. 

Descending Letters—g, j, y, etc. 

Off its Feet—When type does not stand perfectly 
upright. 

Full Stop—Printer's term for period. 

Type Gauge—A graduate rule for measuring type. 
Topics for class-room use: Relation of spacing 
material. Point system. Punctuation marks 

The point system is used by all foundries for 
measuring and designing sizes of type and materials. 
72 points to an inch. 


33 


ELEMENTARY COURSE IN PRINTING 


LESSON VI 


To the Teacher: 

Good distribution is one of the most difficult things 
the pupils have to learn. As a rule the pupils do not 
like to distribute t>Tpe, but if the correct method is 
taught at the beginning they will soon find this part 
of the work interesting and pleasant. When the 
pupils realize the value of a clean case they will also 
exercise great care in distribution. When distributing, 
begin at the right hand side of the line and work 
toward the left, as it is not necessary to read an en¬ 
tire sentence or part of it. A word or less is enough. 

This lesson is set 19 ems wide in 12-point type. 


DISTRIBUTION 

When a beginner can distinguish from 
each other the letters b and q, d and p, 
n and u, 1 and I, he is qualified to dis¬ 
tribute type. 

He should take up a few lines at a 
time until he acquires facility in lifting. 
In placing the type in position for distri¬ 
bution the head of the page or matter 
should be turned toward you. Take a 
few lines by putting a slug or rule of 
the same measure as type behind the 
portion to be lifted, using the fingers 
and thumbs of both hands, and while 
pressing on all sides of the type, raise 
quickly. Lay type sideways between the 
thumb and third finger of the left hand, 
face toward you with nicks up. 


34 


DISTRIBUTION 


Keeping the type in an inclined posi¬ 
tion, so that he may readily read the 
lines, he takes up as many letters as he 
I can conveniently hold between his fingers, 
an entire word if practicable, from the 
right hand side of the line, and drops 
the type, slantingly, but with faces up¬ 
ward into their respective boxes. 

Those who are careful in distribution 
find the advantage of it in composition. 
Correct distribution aids in clean com¬ 
position. 

The lower case 1, capital I and figure 1 are often 
mixed in distribution. Remember that a figure 1 and 
a capital I are on an en body and a lower case 1 is on 
a much thinner body, about the thickness of a three- 
em space. 

The letters b and d can be readily distinguished by 
holding them over their respective boxes, nicks up. The 
round part of each letter will face the other. The 
q and p will face in the opposite directions if held in the 
same manner. When distributing take the type be¬ 
tween the thumb and the first finger and separate 
the letters with the third finger. 

What the pupils learn in this lesson: How to dis¬ 
tribute correctly. The advantage of clean distribu¬ 
tion. How to distinguish the b, d, p, q and 1, I and 1. 

Finished product or result: A corrected proof of 
four paragraphs and a head. 

Terms used, in the sixth lesson: 

Distribution—Returning type to the case. 

Body—The part of the type supporting the face. 

Boxes—Compartments of a case. 


35 


ELEMENTARY COURSE IN PRINTING 


Dead Matter—Type used and ready for distribution. 

En—Half an em. 

Measure—Width of page, column or job. 

Revise—To take another proof after the first has 
been corrected. 

Topics for class-room use: 

Review of the point system, showing its application 
to different kinds of material found in the shop, such 
as leads, slugs, rules, wood and metal furniture and 
type. Give problems in arithmetic to illustrate the 
relation of the materials in question. 

For example: 

How many leads are required to make a six point 
slug? 

How many six point slugs are required to make a 
10x6 em piece of furniture? Answer: One em equals 
12 points. Six ems equals 72 points. One slug 10 ems 
wide, 6 points. 72 divided by 6 equals 12 slugs, 10 
ems wide. 

Find the difference between a three-em space and a 
five-em space, 12 point type. Give answer in points. 

Three-em space equals 4 points. 

(12 divided by 3 equals 4). 

Five-em space equals 2% points. 

(12 divided by 5 equals 2%). 

4 minus 2% equals 1% points. 

Similar problems, using other sizes of type, will 
assist the pupils to a better understanding of what 
is meant by the point system. 


36 


HINTS TO THE APPRENTICE 


* LESSON VII 


To the Teacher: 

This lesson consists of a few rules and a bit of 
advice to every pupil entering the printing room. En¬ 
forcement of the rules makes discipline easy and good 
advice will soon show results in improved work. These 
rules are not ordinarily used in the school print shop 
but they can be applied successfully and give the pupils 
an idea of what is required of the apprentice entering 
the printing trade. Practical shop conditions are ap¬ 
preciated by all pupils and printing should be taught 
in a practical way. The educational element is there 
and cannot be eliminated if so desired. Do not spend 
too much time trying to improve the work which should 
be done in the academic departments of the school, 
but rather see that the pupils understand the correla¬ 
tion of printing with other subjects. It is doubtful 
if any other subject so fully cultivates the five senses 
and at the same time enables one to develop knowledge 
along broader lines than does the art of printing. 
Point out the advantage and value of a good education 
and its application to printing on the one hand, and 
on the other, the educational knowledge received 
through training in printing. Set 14 ems wide in 12- 
point type. 


HINTS TO APPRENTICES 
Be at your place, ready for 
work when the signal to com¬ 
mence is given, and continue 
at your work until time is up. 


37 


ELEMENTARY COURSE IN PRINTING 


Stealing a little time at the 
end of each day will soon wear 
out the patience of the least 
exacting foreman or employer. 

Keep your mind on your work 
and you will not make ‘^outs/’ 
‘^doublets/’ and similar un¬ 
workmanlike errors. 

Do not allow your quad box 
to become filled with pi, wrong 
fonts, or other articles that do 
not belong there. An untidy 
case is a sure indication of an 
unskilled workman. 

Apprentices beginning to set 
type should read over each line 
as they justify it, and correct 
any errors found. 

Form the habit of setting a 
clean proof at the start, and it 
will continue as long as you 
work at the trade. Remember 
that correct composition is the 
test of a compositor^s ability. 

What the pupils learn in this lesson*. Recognized 
requirements of the apprentice printer. How quota¬ 
tion marks are made. 

Finished product or result: A corrected proof of 
six paragraphs and head. 

Terms used in the seventh lesson: 

Outs—Omission of letters or words. 

Doublets—Repeating letters or words. 

Pi—Printer's term for types which have been up¬ 
set, dropped or disarranged. 


38 


HINTS TO THE APPRENTICE 


Justify—To space out lines or pages to a given 
measure or length so that the form will lift, or 
that the pages will be neither too long nor too 
short. Justify, as used in this lesson has refer¬ 
ence to spacing of lines only. 

Wrong Font—A type belonging to another font 
than that in which it is found. A different size, 
face or design from that intended. 

Dirty Proof—Many errors in composition. 

Font—Type of one style and size. 

Topics for class-room use: 

Qualifications of the apprentice entering the print¬ 
ing trade. Relate some experiences of prominent men 
who have had training in printing in early life. 


39 


ELEMENTARY COURSE IN PRINTING 


LESSON VIII 


To the Teacher: 

Although the pupils have learned to tie up their 
type in previous lessons the following paragraphs 
should be set up, and proofs taken and kept for future 
use. All of the exercises of the course have been set 
with slugs full measure, w^hich made tying up simple, 
but later on the pupils will be required to tie up 
large forms wdth two or more slugs in width, causing 
a break, which must be taken into consideration. 

After completing this lesson the pupils should begin 
work on the presses. Assign pupils to feeding the 
press from now on. 

This lesson is set 16 ems wide in 12-point type. 


TYING UP TYPE 
In tying up a page of type or 
job, use fine twine or string, wind¬ 
ing it six or seven times around the 
form and fastening the end of the 
string by thrusting a noose of it 
between the several turnings and 
the matter, drawing it toward the 
nearest corner. Start in the upper 
left hand corner and after passing 
the string around once, cross it over 
the end, thereby making it secure. 

Do not tie a knot in the string 
and avoid trouble in taking it off 
after job is ready to be locked up in 
the chase. 


40 


TYING UP TYPE 


When two slugs are used to com¬ 
plete the measure of a job the use 
of extra slugs becomes necessary to 
support the break. Therefore in 
tying up a job of this kind place 
slugs at the top and bottom of the 
form of almost the same width as 
job, tie up and add smaller slugs 
outside of these by inserting them 
between the string and the slugs. Do 
not put slugs on the sides of the job 
or form. 

What the pupils learn in this lesson: How to tie 
up type and large forms. How to feed a press. 

Finished product or result: A corrected proof. 

Tei'ms used in the eighth lesson: 

Tying up Type—Placing string around type to keep 
it from falling apart or getting out of its proper 
arrangement. 

Press—A machine for producing any number of 
copies from a form of type or plate. 

Feeder—A person supplying press with paper, sheet 
by sheet. 

Chase—Steel or iron frame for holding type in 
place on the press. 

Topics for class-room use: 

Gordon and cylinder presses. Inking devices. Work 
done by the feeder. Composition of rollers. The effect 
of various temperatures on the rollers. 


41 


ELEMENTARY COURSE IN PRINTING 


LESSON IX 


To the Teacher: 

Teaching the pupils how to lock up forms can be 
done by dividing the class into small groups—three 
or four at a time. Provide each of them with a chase, 
quoins, key and a wood cut if possible. Use two or 
three different sizes of cuts and as each one is suc¬ 
cessfully locked up let them exchange so that each 
pupil will be able to lock up any size form. The other 
pupils should remain at their places and go on with 
their regular work. This work can be continued until 
all have had a chance to lock up the different cuts. 
Later they should be allowed to practice with type 
forms. Further experiences on the press should be 
given at this time, such as placing draw-sheet and 
packing on platen, make ready and setting guides or 
gauge pins. This lesson is set 18 ems wide in 12-point 
type. 

LOCKING UP FORMS 
Each part of the furniture should 
be in one piece where practicable; but 
sometimes pieces will be wanted of a 
width that is not equal to any regular 
size, and then two must be used. 

Always lock the type matter in the 
middle of the chase if possible. The 
furniture nearest the type should be 
just a trifle longer and wider than the 
form, each one locking against the 
other; They should increase in size 
as they reach the sides of the chase 
so as to distribute the strain of the 


42 


LOCKING UP FORMS 


pressure of the quoins. The quoins 
should be placed at the top and the 
right hand side. Place reglets be¬ 
tween the quoins and furniture or 
sides of chase. 

After placing the furniture and 
quoins properly, press the quoins to- 
together with the fingers, then plane 
the form by tapping the planer lightly 
with the mallet while passing it over 
the face of the type. 

Before lifting the form, raise it a 
short distance from the stone and test 
it by pressing the face of the type 
with the fingers. If everything ^‘lifts’^ 
the form is ready for press. 

What the pupils learn in this lesson: How to 
lock up forms. How to place a draw-sheet and pack¬ 
ing on a press, make ready of plain forms and setting 
guides in place. 

Finished product or result : A corrected proof. If 
possible have pupils submit press proofs of this lesson. 

Terms used in the ninth lesson : 

Furniture—Wood or metal used in locking up forms. 

Form—Type or plate ready to be locked in chase. 

Quoins—Steel wedges used to lock up forms. 

Quoin Key—Key for tightening quoins. 

Planer—Block of hard wood for leveling type before 
locking up forms. 

Mallet—Used with planer for leveling form. 

Reglets—6 or 12-point wooden strips used when 
locking up forms. 

Stone (imposing stone)—Table with either iron 


43 


ELEMENTARY COURSE IN PRINTING 


or stone top on which type is imposed and forms 
locked up. 

Terms used in the press room : 

Gauge Pins—Steel pins with foot and tongue 
against which the sheet is placed when feeding. 

Tympan—Material covering the platen of presses. 

Draw Sheet—Top sheet of tympan. 

Make-ready—Preparing the form on the press for 
printing; making type print clearly. 

Topics for class-room use : 

Sizes of wood or metal furniture and their rela¬ 
tion to other printing material. Explain all experi¬ 
ences required to print an ordinary job, step by step, 
from the time the copy is received until the job is 
finished. Receive and edit copy, determine size of 
paper, margins and size of type. Set stick to proper 
measure, set type and tie up. Take proof, correct and 
revise if necessary. Place in chase, plane and lock 
up. Put form on press, change position of grippers 
if necessary, change tympan and draw sheet, set 
guides in place. Ink press. Cut stock. Take press 
proof and if all 0. K. proceed to feed press. All 
printing must go through this process whether the 
job is large or small. 


44 


SPECIAL INDENTIONS 


LESSON X 


To the Teacher: 

The question of white space should be taken up in 
connection with the different indentions shown in 
this lesson. The pupils should be requested to bring 
advertisements clipped from newspapers and maga¬ 
zines and allowed to reproduce them. This will 
create a great deal of interest and will teach them the 
practical use of this style of type-setting. 


HANGING INDENTION 

An indention which makes the first 
line the full width of the measure 
and indents all the lines following 
one or more ems on the left is 
called a hanging indention. It is 
a form very commonly used in all 
classes of job work. 

SQUARED INDENTION 

This name is given to composition where 
some parts of the copy are set the full 
measure and others indented on both 
sides. The top and bottom paragraphs or 
lines are generally set full width and 
the center section indented, giving a 
square effect to the printed matter. 
This indention is used 
largely in advertising 
and makes the general 
appearance effective. 


45 


ELEMENTARY COURSE IN PRINTING 


It is also favored in job work and its 
use often improves the work by allowing 
more white space to enter into the 
printed page. 

HALF-DIAMOND INDENTION 

This indention was used by the early print¬ 
ers, not only for title pages, but for 
ending of chapters. The reader 
was notified by the gradual 
narrowing of the lines 
that the paragraph 
was soon to 
end. 

What the pupils learn in this lesson: How to set 
hanging, half-diamond and squared indentions. 

Finished product or result: A corrected proof of 
the three indentions used in this lesson. 

Terms used in the tenth lesson: 

Flush—Full width of measure, no indention. 

Title Page—First printed page inside of cover' on 
which the title of book, author’s name, etc., are 
displayed. 

Topics for class-room use: 

Use of different kinds of indentions. Show samples 
of good printing where indentions play an important 
part in the distribution of white space on a printed 
page. Title pages. 


46 


MANUSCRIPT COPY 


LESSON XI 


To the Teacher: 

This lesson is a test in which the pupils are expected 
to determine the style of composition, width of 
measure, indentions and if possible supply copy in 
manuscript form. No reprint copy should be used 
for this lesson. As the size of the paper is already 
given, on which all proofs are taken, the teacher should 
approve all copy submitted so as to be sure that it 
will all go on the page. The pupils can probably pre¬ 
pare the copy in their own rooms in connection with 
their work in English. The pupils can also estimate 
the number of words required to fill a given space with 
12-point type, using an average of 14 words to a square 
inch. 


COPY 

(Written by the pupil or furnished by the teacher.) 

What the pupils learn in this lesson: How to esti¬ 
mate how much space will be required to set a certain 
number of words in 12-point type. How to make 
good margins. How to prepare copy. 

Finished product or result : A corrected proof 
showing results of teaching after the completion of 
the first ten lessons. 

Terms used in the eleventh lesson: 

Good Copy—Copy which is easy to read. 

Copy—Written or printed matter to be set up in 
type. 

Manuscript—Written copy. 

Reprint—Printed copy. 

Live Copy—Manuscript to be put in type or set up. 


47 


ELEMEISIT ARY COURSE IN PRINTING 


Topics for class-room me: 

Proofs of this lesson for criticism and corrections. 
A general review of the work done in the first ten 
lessons. 


48 













POETRY 


LESSON XII 


To the Teacher: 

The completion of the foregoing lessons constitutes 
the foundation of knowledge necessary to go on with 
the more advanced work in printing. The lessons 
following will not be limited to straight composition, 
but the pupils will find a variety of experiences and 
new things to learn in applying what they have 
already learned through the work just finished. They 
will soon realize that the mere setting of type is but 
a small part of the knowledge necessary to become 
fairly efficient in doing good work in printing; that 
they must learn that other materials play a most im¬ 
portant part in the work, such as brass rule, initial 
letters, borders, ornaments, cuts, etc. 

Presswork, binding and a general knowledge of 
paper stock and the use of the paper cutter, stitcher 
and other equipment in the shop all come in for their 
share of consideration. 

It would be impossible to try to cover all the differ¬ 
ent phases of the printing trade in an elementary 
course, so the last three lessons will be given over to 
the use of materials other than type, to enable the 
pupils to do ordinary, plain printing reasonably well. 

In this lesson any good poem may be used but on 
account of the special indentions used in setting poetry 
the verses of “America'' are suitable for illustration. 
The longest 'ine is used to determine the width of the 
measure. A small dash, made by using em dashes, 
can be used between the name of the poem and the 
body matter if desired. 


49 


ELEMENTARY COURSE IN PRINTING 


AMERICA 


My country, ^tis of thee, 

Sweet land of liberty. 

Of thee I sing; 

Land where my fathers died. 

Land of the pilgrims pride. 

From every mountain side 
Let freedom ring! 

My native country, thee. 

Land of the noble free,— 

Thy name I love; 

I love thy rocks and rills. 

Thy woods and templed hills; 

My heart with rapture thrills 
Like that above. 

Let music swell the breeze. 

And ring from all the trees 
Sweet freedom's song; 

Let mortal tongues awake. 

Let all that breathe partake. 

Let rocks their silence break,— 

The sound prolong. 

Our fathers' God! to Thee, 

Author of liberty. 

To Thee I sing ; 

Long may our land be bright 
With freedom's holy light; 

Protect us by Thy might. 

Great God, our King! 

What the pupils learn in this lesson: How to set 
poetry. How to determine the measure in which to 
set the stick. 


50 



POETRY 


Finished product or result: A corrected proof. 
Any song or poem used in the school can be printed 
and distributed as a result of this lesson. 

Terms used in the twelfth lesson : 

Em Dash—(—) A line on an em body. 

Body Matter—Body type. Part not displayed. 
Terms used in the press room: 

Bring-Up—To make form print more clearly by 
underlays or overlays. 

Offset—Impressions of one sheet on back of another. 
Pressman—One who operates presses. 

Press Proof—A printed trial sheet showing a form 
of type or plates in print, with or without 
marked corrections. 

Press Room—Room containing presses. 

Slur—A blurred impression in a printed sheet. 
Washing Up—Cleaning rollers, ink slab, etc. 

Topics for class-room use: 

How to set poetry. How to determine width of 
measure and indentions. 

(The lines that rhyme carry the same indentions.) 


51 


ELEMENTARY COURSE IN PRINTING 


LESSON XIII 


To the Teacher: 

The use of initial letters often helps to make the 
printed page look attractive. Exercise care in select¬ 
ing the proper initials and see that the lines on the 
side and bottom are spaced correctly. The first initial 
is set in 36-point type and the second in 24-point. The 
pupils should be allowed to use leads in this lesson if 
necessary. 

INITIAL LETTERS 

S OME jobs are improved by beginning 
with an initial letter, and initial 
letters are often used in book work, 
both at the beginning of the book and at 
the commencement of chapters. How¬ 
ever, the selection of initials requires 
careful study and the exercise of the 
best taste. If a fancy initial is used 
it should be of a design appropriate to 
the matter to be set, and must harmonize 
with the type used for the text of the 
book or job for which it is used. A heavy 
black letter with very elaborate design 
should not be selected to go with a plain 
light faced type; on the other hand, a 
light faced initial would not harmonize 
with a solid page of bold faced or fancy 
type. 

T he letter T does not need any space 
on the side owing to the shape of the 
letter, but the space at the bottom should 


52 


INITIAL LETTERS 


be equal to that on the side, or enough to 
make the space appear uniform. The 
first word of the first line should be set 
in ‘‘caps’’ and flush against the initial 
letter. If a fancy initial is used the first 
line should be set nearer to the design 
than the other lines. If the first word 
contains only two letters the second word 
is also capitalized. 

What the pupils learn in this lesson : Use of initial 
letters and proper selection. How to set type in con¬ 
nection with the initial. 

Finished product or result : Two paragraphs 
using two different kinds or sizes of initial letters. 

Terms used in the thirteenth lesson: 

Bold Faced or Black Letter—Heavy face type. 

Caps—Capital letters. 

Terms used in press room: 

Underlay—Piece of paper or thin cardboard placed 
under type or plate to even up the impression^ 

Overlay—A piece of paper placed on tympan to 
bring up low type or light impressions. 

Packing—Paper placed on platen of press (card¬ 
board, pressboard, etc.) 

Bearers—Type high wood or metal runners placed 
alongside of chases to make rollers pass evenly 
over forms. 

Topics for class-room use: 

Type harmony. Initial letters and designs. Mor¬ 
tised designs for initials. Samples of good printing 
showing use of initials. 


53 


ELEMENTARY COURSE IN PRINTING 


LESSON XIV 


To the Teacher: 

The use of brass rule with type requires a thorough 
knowledge of the point system. Without this it is 
impossible to do satisfactory work. This lesson re¬ 
quires the use of labor-saving, two-point body, hair¬ 
line brass rule. Used in connection with 12-point 
type it is necessary to make up material equivalent 
to 12 points, including the rule. For example: A 
rule ten ems wide following a word in 12-point type, 
requires a slug (six point), two leads (two points 
each), and the rule (two points), all ten ems wide, 
in order to make twelve points or the size of the type. 
As the type has a two-point shoulder under the letters 
one lead should be placed under the rule and the re¬ 
maining material, a slug and a lead, above it. This 
makes the rule line up with the type. 

If ten-point type is used, the rule will drop too low 
and two cardboards one point thick can be used to 
make the rule line with the type. If a lead were used 
under the rule the line would be too high. The follow¬ 
ing exercises will demonstrate the proper way to set 
work of this kind. 


Date- 

THE INTERNATIONAL BOOK CO. 

Chicago, Illinois 
Gentlemen: 

Please send me set of_ 

for 10 days’ examination, shipping charges 
collect. I will examine the books and if 


54 




USE OF BRASS RULE WITH TYPE 


they are satisfactory, will send $2 within 
10 days and $2 each month until I have 

paid the special price of $_I will 

return the books at your expense if I decide 
not to keep them. 

Name_ 

Street No.,_ 

City- 

Reference_ State_ 

(To be set 20 ems wide, in 12-point type.) 

What the pupils learn in this lesson: The use of 
hair line rule on two-point body with type. How to 
line up rule with type. 

Finished product or result: Corrected proof of 
blank used in this lesson. 

Terms used in the fourteenth lesson: 

Hair Line Rule—A very fine rule. 

Shoulder—Space between face and edge of letters. 
Terms used in press room: 

Bed—The part of the press on which the form is 
placed. 

Tympan Bales—Clamps on platen which hold draw 
sheets in place. 

Topics for class-room use: 

Different kinds of rules. Brass and steel. 


55 








ELEMENTARY COURSE IN PRINTING 


LESSON XV 


To the Teacher: 

The use of brass rule for borders and panels has 
become so common that any one interested in printing 
should know how to make thern. A good rule, which 
can be applied to nearly all panel work is: '‘Always 
place the side rules inside of the top and bottom 
rules so as to keep the width of the job in even ems/’ 
In order to make the pupils understand this work, 
the exercise given in this lesson is figured out. Other 
work similar to this should be given in which the 
same experiences are involved, but of different sizes 
and copy. 

It is seldom necessary to place the side rules on the 
outside of the top and bottom rules, but sometimes it 
cannot be avoided. The size or shape of the panel 
does not alter the directions given, as is shown later 
in this lesson. 

The top and bottom rules of the panels here shown 
are 22 ems wide, and the side rules are 15 ems deep. 
The type is 12-point, set 20 ems wide. The space be¬ 
tween the type and the rule on each side is 1 em or 
12 point. As the schools are provided with 6-point 
slugs and 2-point leads only, the following materials 
must be used to make the side margins. Top and 
bottom margins to correspond with sides, using slugs 
20 ems wide. 


1 slug 


6 points 
4 points 
2 points 


2 leads 


1 rule 


Total. 


.12 points or 1 em 


56 







BRASS RULE PANEL WORK 


The leads should be placed nearest the type. 
The slugs, leads and rule must be 15 ems. 


P RINTING was introduced into America 
in Mexico by the Viceroy Mendoza in 
1536. The first book printed was the 
Escala Espiritual de San Juan Climaco, 
of which no copy is known to exist; but the 
oldest American book now extant is the 
Manual de Adultos, dated 1540, of which 
only the last four leaves are to be found 
in the library of the Cathedral of Toledo. 
Cambridge, Mass., is entitled to the dis¬ 
tinction of having the first printing press 
in North America. This was introduced 
about 1638. 


If one-point beveled rules on two-point body are 
used, the bevel should face the type on the sides and 
away from the type on the top and bottom in order to 
make the corners join. When the two-point side is 
used the corners will always join if the panel is made 
right. 



The above shows the correct construction of panels. 


57 


















ELEMENTARY COURSE IN PRINTING 


What the pupils learn in this lesson : The difference 
between a 1-point and 2-point face rule and how they 
are used in panel work—commonly termed ‘"boxes” by 
printers. How to make brass rule borders and panels. 

Terms used in the fifteenth lesson : 

Rule Borders—Borders made of brass rule. 

One-point Rule on Two-point Body—Two-point rule 
beveled on one side to one point. Music rule. 

Nonpareil—6 points. (Nonpareil slugs, reglet, and 
six-point type.) 

Thirty—Finish. End. 

Terms used in press-room : 

Slip Sheeting—Blank sheets inserted between print¬ 
ed work. 

Register—The exact position of one page to corres¬ 
pond with that printed on other side, or in color 
printing to match color plates perfectly. 

Pick—When ink is cold and stiff so it tears off small 
particles from printed surface. 

Topics for class-room use: 

Cutting and perforating rules, fancy rules. Brass 
dashes and column rules. 


58 
































































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